7:
STRUCTURES AND SKILLS
Contents
I. Staff Structures
2
 General Framework
2
 Specific Structures
4

Planning Co-ordinator
4

Steering Group
5

Ad-Hoc Teams
6

Editorial Team
7
II. Structures for involving Other Stakeholders

Trustees
8

Board of Management
9

Support Staff
10

Parents
11

Students
12

Local Community
14
III. Skills
15

Communication
16

Teamwork
20

Organising and Running Meetings
22

Managing Conflict
27

Staff Development
30
IV. Notes
8
31
7:
STRUCTURES AND SKILLS
School Development Planning is essentially a collaborative process that draws the whole school
community together in shaping the school’s future. Accordingly, the implementation of the process
is advanced by the development of structures and skills that facilitate effective collaboration,
consultation and communication.
The purpose of this unit is:

To suggest structures for involving the teaching staff in School Development
Planning
 General Framework
 Specific Structures

To suggest structures for involving other stakeholders in School Development
Planning
 Trustees
 Board of Management
 Support Staff
 Parents
 Students
 Local Community

To outline skills that further the implementation of the process
 Communication
 Teamwork
 Organising and running meetings
 Managing conflict

I.
To highlight the importance of staff development
Staff Structures
General Framework
The operation of the School Development Planning process is enhanced when every teacher on
the staff views his/her work as interconnected with the work of every other teacher in the communal
task of delivering on the school’s vision, mission and aims. The process then becomes a
framework of interrelated levels of participation that facilitates coherence in planning and
consistency in implementation. It enables teachers to relate their individual planning to team
planning, inter-team planning and whole school planning.
The framework can be represented diagrammatically as follows:
7: 2
WHOLE SCHOOL PLANNING .
SCHOOL
MISSION
INTER-TEAM/CROSS-TEAM PLANNING
VISION
TEAM PLANNING .
And
AIMS
INDIVIDUAL .
TEACHER
PLANNING
SCHOOL CULTURE AND CLIMATE
Staff planning of the work of the school can be envisaged as occurring on four levels:
1. Individual
2. Team
3. Inter-team/cross-team
4. Whole school
1.
Individual teachers plan classroom teaching by devising programmes of work, lesson plans,
teaching methodologies and classroom management strategies that are appropriate for
particular groups of pupils.
2.
Planning by individual teachers takes place within the context created by the work of groups of
teachers. Thus, individual work plans may be informed by the approach of the subject
department as a whole to the syllabus, teaching methodologies, teaching materials, textbook
choice, sharing of facilities, scheduling of practical work, and so on. Classroom management
strategies for a particular class group may be informed by the approach of the year-group’s
pastoral care/ discipline team to pupil behaviour and misbehaviour. Accordingly, the work of
individual teachers is co-ordinated and contextualised by team planning.
3.
Both team planning and individual teacher planning are informed by inter-team or cross-team
planning, which co-ordinates activities that cut across the work of many teams within the
school. Planning at this level may address matters such as the structure of the curriculum in
terms of core and options, the structure of the timetable in terms of option sets and time
allocations, the accommodation within the school calendar of extra-curricular activities and
special events, or procedures for resource allocation.
4.
Whole school planning provides the context for the other three levels. It is concerned with
establishing the school’s fundamental direction, formulating whole-school policies, and shaping
the school’s response to opportunities for development and pressures for change that emerge
from its environment.
7: 3
The 4 levels constitute a network of interactions, so that work at each level both influences and is
influenced by the other three levels.
Planning at every level is rooted in the school’s culture and climate and informed by its mission,
vision and aims. In turn, the school’s mission, vision and aims and its culture and climate may
undergo development as a result of planning.
Specific Structures
There are many possible approaches to structuring staff participation in the School Development
Planning process. The suggestions offered in this Unit are neither prescriptive nor exhaustive.
School size is a major factor in determining School Development Planning structures. In a small
school, members of staff may be familiar with one another’s work and may function as a single
team in a manner that would be impossible for the staff of a large school. Accordingly, structures
can be far less elaborate in a small school. Shortage of personnel limits the capacity of a small
staff to establish subgroups to undertake specific tasks. A large staff, on the other hand, may
comprise so many subgroups that elaborate co-ordinating structures are required. The structures
outlined below, when considered in their entirety, are more appropriate for large schools, but they
contain elements that could be adapted to meet the needs of small schools.
The following staff structures are presented for consideration:

Planning Co-ordinator and/or Steering Group to keep the process moving

Ad-hoc Teams to undertake specific tasks in relation to the process

Editor or Editorial Team to edit the final document

Interface between Ad-hoc Teams and In-School Management
The overall responsibility of the Principal is outlined in School Development Planning: An
Introduction for Second Level Schools. In addition, the Principal may choose to undertake specific
responsibility in the facilitation or co-ordination of the process, as indicated below. Where the
Principal opts to delegate the specific facilitation or co-ordination role, care must be taken to
establish effective procedures for briefing him or her on progress.
Planning Co-ordinator
The School Development Planning process requires careful co-ordination. Many schools address
this issue by designating a member of staff as Planning Co-ordinator. The Planning Co-ordinator
may be:

The Principal

The Deputy Principal

A member of the In-School Management Team

A teacher who has particular expertise in the field of school planning
The choice of option will be influenced by circumstances within the school. The responsibility is
more usually assigned to the Deputy Principal or to a post-holder.
The Role of the Planning Co-ordinator
The job-specification of the Planning Co-ordinator will vary from school to school and will be
governed by many factors. A major consideration will be whether the school wishes to avail of the
services of an external facilitator. Where an external facilitator is engaged, the Planning Co-
7: 4
ordinator will work closely with him or her in keeping the process moving forward; where no
external facilitator is engaged, the Planning Co-ordinator may well be the process facilitator.
The role of the Planning Co-ordinator may include:

Briefing the teaching staff on School Development Planning

Participating in the initial briefing of an external facilitator

Liaising with the external facilitator on the preliminary design of the process:
provisional planning model, schedule, and communication and consultation
procedures

Liaising with the external facilitator on the progress of the process

Facilitating aspects of the process, or (if there is no external facilitator) the
process as a whole

Liaising with teams and groups to ensure that their work is moving forward

Liaising with the Principal and/or Deputy Principal on the leadership and
management of the process and making recommendations to advance progress

Ensuring communication and consultation procedures are established and
followed, so that all parties in the school community feel informed and involved

Encouraging all concerned to maintain motivation and keep to the planning
schedule

Co-ordinating the processing, synthesising and editing of materials

Arranging for the presentation of draft materials for approval

Chairing a Steering Group appointed to oversee the process
The Steering Group
The work of co-ordinating the School Development Planning process is so wide-ranging that it may
be advisable, especially in a larger school, to appoint a Steering Group to undertake the task in
conjunction with, or instead of, the Planning Co-ordinator.
Membership
The Steering Group may be constituted in a number of different ways. For example, it may be:

A sub-committee of the In-School Management Team, including the Principal and
the Deputy Principal

A sub-committee of the In-School Management Team, excluding the Principal
and/or the Deputy Principal

A representative group whose constitution is predefined: for instance:
x members of the In-School Management Team plus
y members who are non-post-holders

An uncategorised group elected by the teaching staff

A group of teachers who volunteer for involvement

A group selected on the basis of relevant experience and skills
It can be a significant advantage if at least one member of the Steering Group has particular
expertise in the collection, analysis and synthesis of data.
7: 5
The size of the Steering Group will be governed by the size of the school, the range of experience
and skills within the staff, and the scope of the proposed plan. A Steering Group of between 3 and
10 would meet the requirements of most schools.
Role
The role of the Steering Group is similar to that of the Planning Co-ordinator. The responsibilities
can be summarised thus:

To co-ordinate the activities of all groups working within the process

To ensure communication and consultation between small groups and the whole
staff

To ensure communication and consultation with other stakeholders, as
appropriate: Trustees, Board of Management, parents, students, support staff,
local community

To keep the process moving forward
Ad-hoc Teams
An ad-hoc team, or task group, is a temporary group created for a specific purpose. In the context
of School Development Planning, ad-hoc teams may be established to undertake particular tasks
related to review, design, implementation or evaluation. In Review Model A, for example, when the
school’s development priorities have been selected following the Initial Review, each priority is
assigned to an ad-hoc team or task group, which conducts a Specific Review of the area and
develops Action Plans. Where it is decided to administer questionnaires as part of the Initial
Review process, an ad-hoc team may be established to work with the Planning Co-ordinator on
questionnaire-design and response-collation, especially if no Steering Group has been appointed.
Membership
An ad-hoc team is usually composed of teachers with particular interests and skills in the priority
area who volunteer for involvement. Such a composition tends to promote enthusiasm and
commitment among team members.
The size of an ad-hoc team will vary with the nature and scope of its brief and the size of the
school. The usual size-range is between four and seven members. As a general guideline, the
larger the team, the more difficult it is to convene.
It is advisable that a Team Co-ordinator or Convenor be appointed to facilitate the effective
operation of the team.
Role
The role of the ad-hoc team has both process-oriented and task-oriented aspects. Its primary role
is to accomplish the task for which it was established. In order to do that, however, it needs to
agree working procedures that will enable it to conduct its own business efficiently, to co-ordinate
with the work of other teams, and to integrate with the overall work of the school. Accordingly, the
role may include:

Interpreting the brief of the team

Defining its goal

Establishing procedures for team work, including procedures for allocating
responsibilities, for communicating and consulting, and for decision-making within
the team
7: 6

Establishing procedures for communication, consultation and general liaison with
relevant parties outside the team

Devising a schedule of work

Conducting research relevant to the brief

Specifying objectives related to research outcomes

Policy formulation

Action planning

Preparing and presenting draft policies or plans for discussion and amendment,
acceptance and approval, and finally for implementation
The brief of an ad-hoc team in relation to a given priority can be limited to a single aspect of the
planning cycle, such as the design of Action Plans, or it can extend over a number of aspects. For
instance, an Action Plan might be implemented by the ad-hoc team that devised it, or it could be
assigned to a second ad-hoc team for implementation and both teams could co-operate in
monitoring and evaluation procedures. Much depends on the nature and scope of the particular
priority, the talents of the team, and school circumstances.
Editor / Editorial Team
Some schools may find it helpful to appoint an editor or an editorial team with special responsibility
for editing the school plan document. The editorial work could include:

Designing the layout of the overall document and of its component sections,
following consultation

Specifying a standard format—page-size, font-style, heading-style, and so on—
for the document

Specifying a standard word-processing program for all sections of the document

Advising ad-hoc teams on the preparation and layout of drafts

Compiling and editing the final draft of the completed school plan
It is advisable that the editor or the editorial team should be able to offer three types of expertise:
language editing skills, design skills and information technology skills.
Ad-hoc Teams and In-School Management
Many schools may wish to integrate ad-hoc teams with the in-school management structure. This
can be done in a number of ways. For example:

Each ad-hoc team may include an appointed representative of the In-School
Management team as a full member, to act as ad-hoc team convenor or liaison
officer

Each ad-hoc team may be asked to liaise with a designated representative of the
In-School Management team (who may also be a member of the Steering
Group). In this case, the representative of the In-School Management team
provides support and advice to the ad-hoc team and monitors its progress, but
does not participate directly in its work

Ad-hoc team convenors collectively may meet from time to time with a subcommittee of the In-School Management team (which may also belong to the
Steering Group) to report on progress and to consult on the next steps in the
process
7: 7

The In-School Management team can play a central role in leading and
monitoring the implementation of the school plan by ad-hoc teams, subject
departments, curriculum teams, discipline and pastoral care teams, and the
whole staff, as appropriate

The In-School Management team can play a central role in organising the
evaluation stage of the School Development Planning process, and in ensuring
that the outcomes feed in to a fresh planning cycle to inform the establishment
and operation of a further set of ad-hoc teams
II. Structures for involving Other Stakeholders
The School Development Planning process involves stakeholders other than the Principal and
teaching staff. These other stakeholders include:

Trustees/Patron

Board of Management

Support Staff

Parents

Students

Local community
Trustees
1. The Trustees are involved in the School Development Planning process through their
representation on the Board of Management.
It is the responsibility of the Board of Management to ensure that the Trustees as a body are
consulted about issues that pertain to their particular areas of responsibility: the ethos and
status of the school, and capital expenditure. The Board should agree explicit consultation
procedures with the Trustees in relation to these matters. The Trustees may initiate the
consultation by identifying issues that they wish the Board of Management to address in the
planning process.
In Unit III of these Guidelines, Review Model B provides for a survey of Trustee perceptions
and expectations as a means of ensuring that the Trustee perspective on the school is taken
into account in the identification and selection of development priorities.
2. When there is a prospect of major change or development, such as school rationalisation or an
extensive building project, the Trustees may choose direct involvement in negotiations with
outside bodies and may wish to establish a committee representative of a broad range of
school interests to participate in planning.
3. Many Trustee bodies have established Education Offices or have appointed Education Officers
whose remit includes supporting School Development Planning by (i) working with Boards
of Management, Principals, teachers, parents and students, and (ii) organising training
programmes appropriate to the needs of each group.
7: 8
Board of Management
1. It is formally the responsibility of the Board of Management to arrange for the preparation of the
school plan and to ensure that it is regularly reviewed and updated.
Normally, this responsibility is delegated to the Principal, who reports regularly to the Board on
progress and ensures that draft plans are submitted to the Board for approval prior to their
implementation.
The Board may choose to receive reports directly from the Planning Co-ordinator or Steering
Group, in relation to the process as a whole, or from Ad-hoc Team Convenors, in relation to
particular tasks or projects.
 During the Review stage, the Board may wish to highlight particular issues as planning
priorities—especially issues that pertain to its statutory and legal responsibilities. In Unit III
of these Guidelines, Review Model B provides for a survey of the perceptions and
expectations of members of the Board as a means of ensuring Board input into the
identification and prioritisation of the school’s development needs.
 During the Design and Implementation stages, the Board may request particularly close
consultation on aspects of the plan that have a significant legal or financial dimension. The
Board will wish to ensure that its plans for financial and plant management integrate
successfully with other aspects of the overall school plan.
 During the Evaluation stage, the Board may wish to advise on the organisation of the
process, to contribute to the interpretation of the evidence, to draw conclusions from the
outcomes, and to make recommendations for the next planning cycle.
2. The Board may choose to participate more directly in collaborative planning. Accordingly, it
may establish planning committees representative of teachers, parents, Board, and, where
relevant, Trustees and local community, to address certain aspects of its brief, such as
 capital development,
 providing for students with disabilities or other special educational needs, or
 formulating policy in relation to the admission, suspension and expulsion of students.
3. The Board may seek a formal liaison procedure with the Parents’ Association to ensure
the establishment of relationships conducive to collaborative planning. This procedure could
involve
 the parent nominees on the Board of Management being deemed ex officio members of
the executive committee of the Parents’ Association (the Parents’ Council), and being
authorised to give agreed reports of relevant Board of Management business to the
Parents’ Council and of relevant Parents’ Association business to the Board of
Management
 a reciprocal arrangement whereby the Chairperson of the Board of Management is invited
to meet the Parents’ Council and the Chairperson of the Parents’ Association is invited to
meet the Board of Management on a fixed number of occasions in the year
 the organisation of joint Parents’ Council / Board of Management meetings to consider
major development projects
4. Similarly, the Board may seek to develop its relationship with the teaching staff beyond the
liaison achieved through the Principal and teacher nominees. Accordingly, it may request
 opportunities for the Chairperson of the Board to meet with the whole staff, both formally
and informally
7: 9
 a number of joint Board/staff meetings or functions in the course of its terms of office
The staff may reciprocate by keeping the Board informed of student and staff achievements
and inviting the Board to attend school functions
5. The Board may wish to be represented on planning teams established on the initiative of the
teaching staff, especially where the work of the team has a significant financial, legal, health
and safety, or external relations dimension, for example
 the development of the school curriculum to incorporate information and communications
technology
 the review of the school’s procedures for dealing with accidents and emergencies
 the formulation of school policy on relationships and sexuality education
Support Staff
1. The members of the support staff play a major role in the life of the school. They can offer
valuable perspectives both on its work and on its development needs. Accordingly, it is
important that they be consulted in the School Development Planning process.
 During the Review stage, the support staff should be consulted on aspects of school life
that are relevant to their work. Review Model B provides for a survey of their perceptions
and expectations.
 During the Design stage, support staff could be consulted on the formulation of policy and
the development of action plans in areas where they have particular experience or
expertise to offer. For example, the formulation of policy on dealing with students who are
taken ill at school could be informed by the experience of the school secretary, who is
likely to have contact with more sick students than any member of the teaching staff. The
development of action plans on environmental awareness and litter control could be
guided by the expertise of the school caretaker, who may have the deepest insights into
the causes, prevalence and possible solution of environmental problems in the school.
Such consultations could be conducted in a relatively informal way by a designated
member of the relevant ad-hoc team.
 Support staff can often play a significant role in ensuring the implementation of policies
and plans through the performance of tasks relevant to their normal work, or through their
adherence to the provisions of policies and plans in their dealings with students, teachers,
or each other. Accordingly, they must be kept informed of the contents of the school plan.
This could be done in a relatively informal way by means of individual briefings from the
Principal or members of the Steering Group. Alternatively, the Principal could convene a
meeting of the support staff, or a joint meeting of teaching staff and support staff, at which
the contents and implementation of the school plan would be outlined and discussed.
 The observations of support staff can be a valuable resource in monitoring and
evaluating the implementation of the school plan. Accordingly, monitoring and evaluation
procedures should be designed to draw systematically on evidence that members of the
support staff are best placed to provide. For example, members of the cleaning staff who
are on duty during the school day can offer a unique perspective on student behaviour in
terms of punctuality, orderliness, courtesy towards each other and towards adults, cooperativeness, and respect for property. Monitoring and evaluation procedures might
involve structured interviews with members of the support staff in relation to specific topics,
or the provision of carefully designed questionnaires or observation record forms to enable
the support staff to compile systematic reports of their observations.
2. It may be helpful to involve the support staff more directly in the planning process through
membership of ad-hoc teams whose tasks require the kind of expertise that they can offer.
7: 10
For example, the task of revising the school’s safety procedures may be facilitated by the
participation of the caretaker, who may have particular knowledge of hazards on the school
premises and possible courses of action for dealing with them.
Parents
The Education Act, 1998 requires that parents be consulted in the preparation of the School Plan.
Accordingly, it is important that appropriate structures and procedures be devised to facilitate their
contribution to the process. There are many possible approaches to structuring parental
involvement in School Development Planning. The list of suggestions outlined below is not
exhaustive.
1. The parents of students attending the school are involved in the School Development Planning
process through their nominees on the Board of Management, who ensure that the parental
perspective informs all of the Board’s proceedings.
2. The Education Act, 1998 provides for the establishment in each school of a Parents’
Association. A Parents’ Association can play a major role in promoting parental support for
and involvement in the development of the school.
3. The Parents’ Council (the executive committee of the Parents’ Association) and the Board of
Management may establish liaison procedures to promote partnership and collaboration
(as outlined in the section on the Board of Management)
4. The Parents’ Council and the teaching staff may establish liaison procedures to promote
the development of relationships conducive to collaborative planning. These procedures may
involve:
 The co-option by the Parents’ Council of teachers nominated by the staff to act as liaison
officers, with responsibility for reporting to the staff on relevant Parents’ Association issues
and to the Parents’ Council on relevant staff issues
 The provision of opportunities for the Chairperson of the Parents’ Association to meet with
the whole staff, both formally and informally
 Invitations from the Parents’ Council to the staff to attend Parents’ Association functions or
to participate in Parents’ Association projects
 Invitations from the staff to the Parents’ Council to attend school functions or to assist in
the organisation of school projects, where appropriate
5. During the Review stage of the School Development Planning process, parents may be
consulted in an Initial or General Review of the school’s current situation or in Specific Reviews
of particular areas in a number of ways:
 A survey of the perceptions and expectations of the members of the Parents’ Council
 A survey of the perceptions and expectations of a random sample of parents, chosen
perhaps on the basis of students’ birth months or surname initials
 A survey of the perceptions and expectations of particular samples of parents, such as the
parents of First Year students or the parents of Leaving Certificate Vocational Programme
students
6. During the Design stage, the Parents’ Council may be invited to participate in broadly based
planning committees established by the Board of Management (as outlined in the section on
the Board of Management)
7. Parents may be asked to nominate representatives to policy teams to collaborate in the
formulation of policy on issues such as relationships and sexuality education, discipline, and
homework. Draft policies may then be submitted to the Parents’ Council or to a general
meeting of parents in a consultation process.
8. The Parents’ Association may be asked to nominate representatives to ad-hoc planning
teams whose task has particular significance for parents, such as the redesign of the school
7: 11
uniform, the development of a student exchange programme or holiday employment scheme,
or the extension of the school’s range of extra-curricular activities
9. Parents with particular expertise may be co-opted to planning teams whose work is related
to their field. For example, a computer expert might be asked to assist with the school’s ICT
plan, or a marketing manager may be asked to advise on the development of an enterprise
education programme.
10. Parents should be informed of the contents of the completed school plan. This can be done
by a range of media:
 An oral presentation to the Parents’ Council, followed perhaps by a formal launch of copies
of the school plan
 An oral presentation to a general meeting of parents
 A Newsletter for parents, prepared perhaps in collaboration with the Parents’ Council,
summarising the contents of the school plan and highlighting aspects of particular
significance to parents

A special edition of the school plan for parents, the style and focus of which would be
designed to meet parents’ needs for information and explanation
 the distribution of copies of the school plan to the parents of every student attending the
school, or to those parents who request a copy
 the inclusion of information on the school plan in general bulletins for parents
11. Feedback from parents can be a valuable resource in monitoring and evaluating the
implementation of the school plan. . Accordingly, monitoring and evaluation procedures should
be designed to draw systematically on this feedback. Among the possible approaches are:
 Systematic recording of informal feedback from parents—comments at Parent-Teacher
meetings, approaches by individual parents involving general comments, commendations,
complaints, or requests, and informal comments at Parents’ Council meetings
 Periodic meetings with the Parents’ Council to review progress, identify successes and
difficulties, and suggest improvements
 Systematic surveying of parental opinion in relation to progress on specific issues at a
fixed point (or points) in the planning cycle
Students
The Education Act, 1998 provides for consultation with students in the preparation of the school
plan. Accordingly, it is important that appropriate structures and procedures be devised to facilitate
their contribution to the process.
1. The establishment of a Students’ Council can play a major role in promoting students’
support for and involvement in the development of the school.
2. Liaison procedures may be established between the Students’ Council and the teaching
staff, Board of Management, and Parents’ Council respectively.
 A member of the teaching staff may be nominated as staff representative on the Students’
Council, with responsibility for ensuring effective communication between the two bodies
 Regular meetings between representatives of the Students’ Council and representatives of
the In-School Management team may be organised
 Representatives of the Students’ Council may be invited to meet the staff as a whole on a
fixed number of occasions in the year
 Joint staff / Students’ Council functions or projects may be organised from time to time
7: 12
 Representatives of the Students’ Council may be invited to meet the Board of
Management to outline their programme of activities, to present proposals, or to give
feedback
 Representatives of the Board of Management may request opportunities to meet with the
Students’ Council as a whole to affirm their work
 Representatives of the Students’ Council may be invited to meet the Parents’ Council to
outline their programme of activities, to present proposals, or to give feedback
 Representatives of the Parents’ Council may request opportunities to meet with the
Students’ Council as a whole to affirm their work or to invite their participation in projects of
activities
 The Students’ Council may seek the support and assistance of the staff, Board of
Management and Parents’ Council in the organisation of major programmes of activity
3. During the Review stage of the School Development Planning process, students can be
consulted in an Initial or General Review of the school’s current situation or in Specific Reviews
of particular areas in a variety of ways:
 A survey of the perceptions and expectations of members of the Students’ Council
 A survey of the perceptions and expectations of a random sample of students, chosen
perhaps on the basis of their birth months or surname initials
 A survey of the perceptions and expectations of particular samples of students, such as
the Transition Year class, the Leaving Certificate cohort, or students with specific ability
profiles
4. During the Design stage, students can be consulted or involved in a number of ways, for
example:
 Ad-hoc teams dealing with topics that the Review showed are of particular concern to
students may consult with the Students’ Council or with random samples of students to
gather suggestions about possible courses of action
 Ad-hoc teams may co-opt student representatives to assist in appropriate planning
projects, such as the redesign of the school uniform, or the development of the school’s
programme of extra-curricular activities
 The Students’ Council may be invited to comment on drafts of the school plan, or on draft
components of the school plan, such as the Statement of Mission, Vision and Aims, policy
statements in relation to the care and management of students, or action plans related to
priorities highlighted by students
5. Students should be informed of the contents of the completed school plan to ensure their
support for its implementation. There are many possible approaches to this task:
 The Students’ Council may be given a thorough briefing on the contents of the school plan
and may be invited to participate in the dissemination of relevant sections to the student
body
 Information on relevant sections of the school plan may be given at general assemblies of
students
 The Principal and Year Heads, in collaboration with the Class Tutors, may organise
special Year Group meetings to present the school plan and explain its particular
significance for each cohort
 A suitably-designed summary of the school plan may be prepared for students, perhaps in
collaboration with the Students’ Council
 Where copies of the school plan have been sent to every household, students may be
advised to direct their attention to sections that have a particular relevance for them
7: 13
6. Feedback from students is a valuable resource during monitoring and evaluation.
Accordingly, monitoring and evaluation procedures should draw systematically on this
feedback. Among the possible approaches are:
 Periodic discussions with the Students’ Council to review progress, identify successes and
difficulties, suggest improvements
 Systematic recording of informal feedback from interactions with individual students or
groups of students
 Systematic surveying of student opinion at fixed points in their school careers (such as the
end of Transition Year, the last term of Leaving Certificate Year) or in the planning cycle
(for example, the final term of the final year of the plan)
Local Community
The local community can participate in the School Development Planning process at a number of
different levels.
1. The perspective of the local community (or communities) is incorporated into the school’s
planning through the involvement of parents at Board of Management, Parents’ Council and
individual level.
2. Many Trustee bodies adopt a policy of including representatives of the local community among
their nominees to the school’s Board of Management in order to underline their belief in
partnership between school and community.
3. The school may establish liaison or formal linkages with groups and associations working for
the betterment of the community (for example, Chamber of Commerce, business interests,
local development organisations, residents’ associations, social action groups, statutory or
voluntary agencies) in order to facilitate partnership in addressing the needs of the community.
4. The Review stage of the School Development Planning process may incorporate a survey of
the local community to establish views, requirements, and opportunities that should be taken
into account in selecting the school’s priorities. Such a survey could be undertaken in
collaboration with community groups, where appropriate linkages have been established.
5. During the Design stage, the local community may be involved in the work of planning teams
through consultation or through direct participation. The school may need to draw on the
expertise of relevant members of the local community in planning to address particular issues.
Joint school-community planning teams may be established to plan partnership projects
focused on meeting community needs. Indeed, the initiative for some partnership projects may
come from organisations outside the school, which may have completed preliminary review
and design work before approaching the school to invite its participation.
6. The local community may participate in the Implementation stage by providing facilities for
certain types of activity (work experience placements, for example) or by placing expertise at
the disposal of the school (in mock-interview programmes or student mini-company schemes,
for example). Community groups may be centrally involved in managing and supporting the
implementation of partnership projects.
7. Members of the community may be involved in monitoring and evaluation (i) as sources of
feedback or (ii) as agents in the process.
(i)
formal and informal feedback from the community should be incorporated
systematically into the school’s monitoring and evaluation procedures (as outlined in
the sections on Parents and Students)
(ii)
community representatives should be among the monitors and evaluators of projects
in which they are partners
7: 14
III. Skills
The skills that facilitate collaborative planning are rooted in the school’s culture and climate.
Accordingly, this section begins by outlining the characteristics of a collaborative culture and
suggesting some climate-setting activities to promote the development of such a culture. It then
focuses on skills that underpin collaborative planning: communication, teamwork, organising and
running meetings, and managing conflict. Finally, it signposts the importance of staff development.
What this section offers is merely an introduction to the subject of collaborative planning skills.
Further work on skill development will be informed by the experiences of schools as the SDP
process evolves within the education system.
A Culture for Collaborative Planning
The school’s culture and climate influence relationships within the school community and thus play
a major role in determining the prospect of successful collaboration.
A school culture that is conducive to collaboration has the following characteristics:

Shared sense of purpose

Trust

Good communication

Flexibility

Shared responsibility

Empowerment

Collegiality

Capacity for amicable disagreement in debate

Encouragement and affirmation of effort

Recognition of success and achievement

Support for those experiencing difficulties

Openness to new ideas, new learning

Commitment to continuous improvement

Promotion of staff development

Routine procedures that facilitate rather than irritate

Agreed consultation and decision-making procedures
It is the culture of an “upside-down organisation”, where the role of school leaders is to empower
and support staff teams and learners rather than to control them.
In schools where there is little tradition of collaborative work among the teaching staff, or where the
atmosphere is characterised by indifference or negativity, it may be advisable to engage in climatesetting activities as a prelude to School Development Planning. Climate-setting activities might
include:

Improving the physical environment of the school

Addressing minor irritants that have acquired a disproportionate significance

Involving staff in the review and revision of routine procedures that have proved
cumbersome, confusing or contentious

Establishing procedures to affirm staff effort or achievement
7: 15

Creating opportunities for groups of teachers to work together

Involving staff in the design of frameworks to guide future action:
 Agreeing procedures for formulating or clarifying mission, vision, aims and
policies
 Devising effective communication, consultation and decision-making
procedures
 Clarifying roles and responsibilities so that there is a shared understanding of
who will do what
Success breeds success. Where the school climate presents significant difficulties, it may be
advisable to adopt a modified version of the Early Action Planning model and to involve the staff in
identifying a few short-term targets that are of sufficient concern to them to motivate concerted
action. Early small-scale achievements can pave the way to larger undertakings. (The Early
Action Planning Model is outlined in Unit II of these Guidelines)
Communication
General communication skills play an important role in the School Development Planning process.
We can distinguish two sets of communication skills: planning skills and participation skills
i)
Communication planning skills relate to the design and selection of systems and methods
of communication that are appropriate to various types of situation
ii)
Participation skills are utilised for direct involvement in communication—listening, speaking,
asking, answering, and so on
The main focus of this section is on the former category.
Communication Systems
The following list of statements can facilitate a review of the school’s communication systems by
serving as a starting point for discussion. (The list could be converted into a checklist or
questionnaire.)
1. The communication system for informing staff of major school issues is adequate
2. Staff have an opportunity for input before important decisions are made
3. There are effective formal and informal structures for teacher to teacher communication
4. The whole teaching staff meet with sufficient frequency
5. The support staff are kept informed of school matters that affect them
6. Communication between the Board of Management and the staff is effective in both directions
7. Communication between the Parents’ Association and the staff is effective in both directions
8. Parent-teacher and teacher-parent communications are effective
9. Parent-school and school-parent communications are effective
10. Important information is conveyed both verbally and in writing
11. The timing of important messages is carefully planned and co-ordinated to increase
effectiveness
12. There are systems in place for verifying that all important communications are actually
received.
The discussion can be structured to identify the strengths and weaknesses of the current
communication systems, to select priorities for development and to propose possible ways forward
(adapting Review Model A that is outlined in Unit III of these Guidelines)
7: 16
In designing and selecting methods of communication, it may prove helpful to take account of
average retention rates for the various media by which information is shared:
We retain, on average:

5%
of what we HEAR

10%
of what we READ

20%
of what we both HEAR and READ (audio-visual)

30%
of what is DEMONSTRATED to us

50%
of what we DISCUSS

75%
of what we PRACTISE BY DOING

90%
of what we EXPLAIN OR DEMONSTRATE TO OTHERS
Thus, a uni-sensory “once-off” message that is passively received is likely to be forgotten.
An effective communication system is one which

conveys information through a variety of sensory channels

involves the target audience actively rather than passively, where possible

provides for reinforcement and repetition

elicits feedback to check that the information was received and understood
Internal Communication
It is a worthwhile exercise to review internal communication systems by:

Listing all the methods by which communication occurs within the school

Listing the type of information that is passed on by each method

Considering the appropriateness of the chosen method of communication in each
case

Identifying patterns of communication failure

Identifying ways of improving internal communication
Every method of communication has its limitations.
Communication systems that are over-reliant on paper are likely to be slow. They presuppose a
level of attentiveness to the written word that is seldom forthcoming. They lack the impact and
immediacy of personal presence. Accordingly, important information may go unheeded in
overlooked notices and unread documents.
Oral communication can be speedy and dynamic, especially in short briefings or one-to-one
personal interchanges. But oral systems also presuppose a high level of attentiveness in the
listener—a level that may not be forthcoming, especially in the latter stages of a large formal
meeting. Moreover, even with high levels of attentiveness, the details of verbal messages are
readily forgotten, unless they receive further reinforcement.
The design of the school’s internal communication procedures must allow for the limitations of each
method of communication; it should seek to compensate for them by building in backup and
reinforcement systems:

Important information should be conveyed by a variety of mutually reinforcing
methods: for example:
 An oral presentation might be summarised by a chart or overhead and
supported by an information sheet that spells out the details
7: 17
 Where appropriate, further reinforcement could be provided by engaging the
active attention of the listeners through note-taking or discussion
 Reminder notices might follow at intervals

Notices and newsletters should be eye-catching for maximum impact

Notice-boards should be carefully managed:
 Where space allows, a separate area of notice-board should be allocated to
each major category of notice
 Colour-coding could be used to facilitate instant identification of the subjectmatter of each notice
 Notices should be removed as soon as they become redundant
 The practice of pinning one notice on top of another should be outlawed
 Making the main notice-board look different each day can encourage people
to check for new notices

A communication chain can be an effective method of conveying important
information and eliciting rapid responses:
 It might be used by an Ad-Hoc Team wishing to consult the whole staff about
a proposal before proceeding to detailed planning. Instead of waiting for a
general staff meeting, which might delay progress, the team members might
divide the staff among them, so that each team member would be
responsible for consulting a small number of teachers (individually or in small
groups) and reporting their responses to the team. This approach has the
advantage of using one-to-one contact to maximise the active engagement of
every member of staff
 It might be established as a standard procedure for communicating urgent
news in a crisis. The staff could be divided into agreed contact groups. An
urgent message could then be communicated to each group by contacting
one person in the group, who would undertake to pass it on to the rest.
Communication with Parents
Effective communication is essential for the creation of successful home-school partnerships. It is
informative for the school staff to evaluate the methods used by the school to communicate with
parents. This can be done by:

Listing all the methods by which the school communicates with parents

Listing the type of information that is passed on by each method

Considering the appropriateness of the chosen method of communication in each
case

Studying examples of written communications from school to home

Identifying patterns of communication failure

Identifying ways of improving communication
A similar exercise can be conducted, perhaps in conjunction with the Parents’ Council, in relation to
communications from home to school.
7: 18
Communication with the Wider Community
The school’s relationship with the wider community is largely dependent on the effectiveness of its
systems of external communication. These can be reviewed by:

Listing all within the wider community who need information about the school

Listing all within the wider community with whom the school needs to
communicate

Listing the types of information (1) that the school needs to communicate and (2)
that the community needs to receive

Listing all the methods by which each type of information is (1) communicated by
the school and (2) received by the community

Considering the appropriateness of the method of communication in each case

Listing how members of the wider community can communicate with the school

Considering the adequacy of these means of communication

Identifying patterns of inadequacy or failure in external communication

Identifying ways of improving external communication
Communicating a Hidden Message
Communication has both intentional and unintentional aspects. The formal message that we
intend to convey may be either reinforced or undermined by aspects to which we may pay
insufficient heed.
Thus, in oral communication, the general appearance, body-language, facial expressions and tone
of voice of the speaker play an important role in determining the effectiveness of the interaction.
In written communication, the appearance of a document or notice may influence the amount of
attention that is paid to its content. A page packed with unrelieved text is off-putting. A comment
scrawled illegibly on a pupil’s exercise or report-sheet may convey an unfortunate and unintended
impression.
Similarly, the appearance of the school’s premises and pupils may convey unintended messages
about the school’s culture to the wider community. It is a valuable exercise to consider what
messages a visitor to the school might infer from:

The school entrance

The provision (or lack) of signs or layout maps to guide strangers to the school

Décor

Displays relevant to student achievements

The state of corridors and classrooms in terms of cleanliness and tidiness

The state of the school grounds

The appearance and demeanour of the pupils and other members of the school
community
Some of these messages may be in conflict with the stated values of the school. Accordingly, it
may be advisable to

Review areas where there is a mismatch between what the visitor sees and what
the school is trying to achieve

Devise courses of action to address the mismatch, specifying who should do
what, when, and with what resources
7: 19
Teams and Teamwork
Advantages
The establishment of teams has many advantages in the School Development Planning process:

Teams can offer a greater range of skills and experiences than any individual

Teamwork maximises creative talent by encouraging the transfer of knowledge
and skills

Teamwork promotes the ownership of ideas

Teamwork fosters problem solving

Teamwork distributes stress and pressure

Teamwork is more satisfying than working alone: the social dimension enhances
the performance of individuals by developing trust and confidence and fostering
enjoyment of the work

Teams are more powerful learning entities than individuals in the search for
continuous improvement: they promote personal and professional growth and
development because they motivate, challenge, reward and support

Teams are more capable of examining cross-functional issues than individuals

Teams are better at communicating than individuals

Teams can take less time than individuals to produce high-quality decisions
Characteristics of Effective Teams
The key characteristics of effective teams are:

A shared sense of vision

Clarity of purpose

Open communication

An atmosphere of trust and support

Creative conflict

Appropriate working methods, with clear standards and procedures

Appropriate leadership

Regular review and reflection

Sound links with other teams
In order to function effectively, a team needs a clear definition of responsibilities within the team;
clear goals; basic operating resources of personnel, time, space, and energy; and agreed
procedures for discussion, decision-making, assigning tasks, consulting and reporting. A team
needs to know the extent of its accountability, the limits of its authority, the resources on which it
can draw, and the results expected of it, so that it can plan its activities.
Ideally, all team member should be able to: initiate discussions; seek information and opinions;
suggest procedures for reaching goals; clarify or elaborate on ideas; summarise; test for
consensus; keep discussion on track.
7: 20
Team Composition
The success of a team can depend on the balance of types within its membership. Research has
identified nine types of team role that are indispensable to the successful completion of a team’s
business. In an effective team, each member adopts one or more of these roles:
1. Co-ordinator or Chairperson: clarifies objectives, assigns tasks, encourages participation by
each team member, ensures that the best use is made of each team member’s potential
2. Shaper: shapes the way in which team effort is applied by providing drive, directing attention to
objective-setting, and challenging and arguing in discussion
3. Plant: puts forward original ideas, provides imagination and creativity, tries to initiate
breakthroughs in the team’s approach to problems
4. Resource investigator: explores and reports on ideas, developments and resources outside
the team; creates useful external contacts
5. Monitor-evaluator: analyses problems and evaluates ideas and suggestions so that the team
is better placed to make balanced decisions
6. Team worker: fosters harmony and team spirit, improves communication, builds on the
suggestions of fellow members
7. Company worker: turns concepts and plans into practical working procedures; carries out
agreed plans systematically and efficiently
8. Specialist: provides the team with expertise in a particular field that is relevant to its work
9. Completer-finisher: checks for mistakes of both commission and omission; ensures that
tasks are completed
Roles can be combined so that individuals within a team can sometimes play two or three parts.
Team Building
Teamwork does not just happen. The members of a team have to learn to work together. The
team has to go through a process of formation and growth if it is to function properly. Research has
identified four stages in the development of a team:

Forming

Storming

Norming

Performing
1. Forming
At this stage, the group is a collection of individuals rather than a team. Group members
experience a range of emotions as they move towards a sense of team identity: fear, suspicion,
anxiety, anticipation, excitement, optimism. Discussion tends to focus on abstract issues and
organisational barriers to teamwork rather than on the task in hand.
2. Storming
As members get to know each other there is potential for discord and progress is slower than
expected. The challenge of the team’s task may evoke a negative reaction. Interpersonal conflict
may arise. One-upmanship may develop. There may be arguments about lack of progress and
time-wasting.
3. Norming
At this stage, team cohesiveness is achieved. The team develops its methods of working: it
establishes its own rules or norms and clarifies the roles that its members should play. There is a
reduction in conflict and ideas are discussed openly.
7: 21
4. Performing
At this stage, team behaviour has become the norm. Having resolved their differences and
established their ways of working, team members concentrate on the task. With the growth in team
confidence, they undertake more innovative activities. Team loyalty is strong.
Meetings
Meetings are an essential element of collaborative planning. Accordingly, it is important that
participants develop skills in organising and running effective meetings.
Managing an effective meeting involves
1. Clarity about the purpose of the meeting
2. Awareness of the behavioural processes at work
3. Structuring of the meeting so as to channel the energies of participants positively
In judging a meeting’s effectiveness, the key questions are:
1. Did the outcome of the meeting justify the time invested in it?
2. Could there have been a better outcome for the same investment of time?
3. Will the outcome of the meeting be acted on?
Purpose of a Meeting
There are many possible reasons for holding a meeting:

To brief those in attendance

To motivate the group

To enable participants to exchange information

To collect views and proposals

To generate ideas

To enquire into the nature and causes of a problem

To settle differences

To take decisions

To plan courses of action
Planning a Meeting
Before a meeting can be planned, it is necessary to establish who is responsible for convening the
meeting, for deciding its purpose, and for preparing the Agenda. Where there is to be a series of
meetings, at the end of each meeting the group often agrees outline plans for the next one.
The key questions in planning a meeting are:
1. What is the purpose of the meeting?
2. What objectives is it hoped to achieve?
3. Is the meeting the appropriate form of communication to achieve these objectives?
 It may be a waste of time to organise a meeting for the presentation of factual information
that could be circulated in a document, unless there is need for clarification or discussion
4. Is advice or information on any issues required in advance?
7: 22
 If meeting-time is to be used effectively, all relevant information must be available to
participants either before or during the meeting. Accordingly, it may be necessary for the
meeting convenor to ensure that research is done, that briefing documents are prepared,
or that informed advice is sought on matters requiring particular expertise.
 To enable participants to prepare for the meeting, it is advisable to circulate relevant
documentation in advance, wherever possible
5. Who should attend the meeting?
 It is important to ensure that the people needed for the business of the meeting can and do
attend. In determining who should attend, consider:



Who has the information needed at the meeting?
Who can give a responsible undertaking?
Who will have to act on the outcome?
 In many cases, the attendance will be predetermined by the nature of the meeting—team
meetings are intended for members of the team
6. What notification of the meeting should proposed participants receive?
 The level of formality of the notification will vary with the size and purpose of the meeting
and the nature of the group. It is important, however, that all proposed participants are
informed of the following:








The date, time, duration, and venue for the meeting
Who is to be present
Who is to chair
Necessary materials or documentation
The items on the Agenda
The reason for the inclusion of each item (for information, for discussion, for
decision…)
Who is to introduce each item (where relevant)
The desired outcome
7. What considerations should govern the organisation of the Agenda?
 A well drawn up Agenda can clarify and expedite the business of the meeting
 It is advisable to look for connections between different items and arrange them in a logical
order
 Important items should get the fullest discussion. This consideration should inform both
the ordering of items on the Agenda and the allocation of time to each item. The tendency
to prioritise the urgent at the expense of the important should be strictly controlled
 Most Agendas commence with the minutes of the previous meeting and a report of followup action
 The Agenda should conclude with arrangements for the next meeting
Preparing for a Meeting
The running of a meeting is greatly facilitated if suitable preparations have been made for it.
Preparations include:

Preparation of a suitable meeting room, and necessary facilities and equipment

Chairperson’s preparation for managing the meeting by reflecting on the Agenda,
studying relevant documentation, and considering appropriate ground-rules and
procedures for structuring discussion and arranging follow-up in order to expedite
business

Participants’ preparation for contributing to the meeting by reflecting on the
Agenda, studying relevant documentation, clarifying ideas, drafting responses,
7: 23
considering proposals, preparing inputs, thinking about how to further the
business
Running a Meeting
The chairperson plays a major role in ensuring that the meeting runs smoothly and efficiently. The
chairperson is responsible for managing the process by controlling the pace, establishing
procedures, structuring discussion, regulating time-keeping, ensuring order and fairness, and
maintaining sufficient formality to get the business done.
The chairperson should:

Clarify at the beginning the ground rules of procedure that will keep discussion to
the point and allow everyone to participate in a non-threatening manner

Arrange at the beginning for minutes to be taken (where appropriate) and ensure
that an appropriate level of formality and detail is agreed

Structure the approach to each item of business in a logical way, so that, for
instance, presentation of the facts relevant to an issue precedes discussion of the
issue and decision in relation to it:
Facts
Discussion
Decision

Encourage constructive discussion which gives participants ample opportunity to
contribute and which allows everyone to have a voice in decision-making

Maintain control of discussion by stopping participants jumping ahead or going
over old ground. But the chairperson should not impose an over-rigid structure
that precludes or curtails productive discussion or that makes no allowance for
flexibility and spontaneity

At the end of discussion of each Agenda item, summarise decisions taken,
actions agreed, and responsibilities assigned, and ensure that these are recorded
in the minutes. It is advisable for the chairperson to keep a personal record to
supplement the official minutes in case clarification is required at a later date

At the end of the meeting, ensure that procedures are in place for following up on
decisions and for establishing who does what, when, where, and how

At the end of the meeting, make arrangements for the next meeting (where
appropriate)

Ensure that there is harmony at the end of the meeting
The recording secretary should:

Establish at the outset the level of detail required in the minutes: what needs to be
recorded

Compile the minutes, ensuring that they are clear, accurate and unambiguous

Record decisions taken, actions agreed, and the name of the person(s)
responsible for each agreed action

Circulate copies of the minutes within an agreed period
7: 24
Characteristics of Effective Team Meetings
Promptness
Meetings should start and end on time
Participation
Every team member should participate in team discussions and
activities
The team leader should develop a process for ensuring inclusion
Basic Courtesies
Each speaker should be listened to attentively
No-one should be interrupted when speaking
There should be no note-passing, no distracting activity
Interruptions from outside should not be permitted—telephone
calls, etc. should be blocked for the duration of the meeting
Agenda and Minutes
A team recorder should be appointed to take minutes
The Agenda should be published in advance and revised at the
beginning of the meeting if necessary
The final report of the meeting should be agreed by all team
members
Breaks
Break times should be agreed at the outset. Breaks should be
taken at agreed times
Assignments
Work will need to be done between meetings
When assigned a job, a team member should complete it on
time
If the job cannot be completed on time, this should be brought to
the attention of the entire team so that alternative arrangements
can be made
Discussions
Every member should be encouraged to take part
The environment should be conducive to the open expression of
views
It should be clearly understood that, whereas it may be
acceptable to attack an idea, it is never acceptable to attack
another person
Members should feel that their opinions are valued
Next Meeting Agenda
The Agenda for the next meeting should be established at the
end of the current meeting
The Agenda should be owned by the team not by an individual
Meeting Evaluation
Self-evaluation at the end of a meeting is the team’s main source
of feedback. The evaluation should focus on effectiveness and
efficiency
Meeting Close
The meeting should end on a friendly note
7: 25
Why Meetings Fail
A meeting may fail for many reasons. They include the following:

The meeting is unnecessary

It lacks clarity of purpose

The type of meeting adopted is inappropriate for the business

The style of chairing is inappropriate

Control of proceedings is too loose

The meeting is too large

The Agenda is too long

The wrong people are present

Essential information is unavailable

Those present have not familiarised themselves with the advance documentation
or with the issues on the Agenda

Preparatory tasks (assigned, perhaps, at a previous meeting) have not been
completed

The meeting facilities are uncomfortable

The minutes taken are inaccurate, thus hampering follow-up

Decisions are not acted on
7: 26
Conflict
Conflict has both positive and negative aspects. The positive aspects are frequently overlooked,
however, with the result that the absence of conflict is often regarded as an unmixed blessing. But
lack of conflict may indicate apathy, abdication of responsibility, or lazy thinking.
The Benefits of Conflict
Conflict that arises from honest differences of opinion about issues is valuable

It can pose healthy challenges to established practices

It helps to ensure that different options for action are properly considered

It stimulates discussion that may lead to the emergence of creative proposals

It helps to ensure that each chosen course of action is scrutinised for feasibility
before it is implemented, thereby reducing the risk of missing an important flaw
that might emerge later
Accordingly, creative conflict is a key characteristic of effective teams.
Managing Conflict
Attitudes to conflict determine the ease with which it can be managed. Where it is accepted that
conflict is an unavoidable part of life but that agreement is possible, differences can be resolved by
an approach involving give-and-take or problem-solving (depending on whether the issue is lowstake or high-stake). Where efforts are made to avoid confrontation rather than to resolve conflict,
however, the result can be increasing tension and frustration, or procrastination and inaction.
A collaborative school culture is conducive to the prevention of unnecessary conflict because it
promotes:

Collective responsibility both for the interests of the school and for the
individual interests of the staff, thus obviating the kind of conflict that arises when
different parties are concerned only to protect their own interests

Participative decision-making in which the views of interested parties are
sought out before decisions are made, thus allowing for differences of opinion to
be addressed before positions are taken up, so precluding the kind of conflict that
arises from refusal to climb down for fear of losing face
Guidelines for Dealing with Conflict
1. Maintain as much communication as possible with any person with whom you come into
conflict. Do not avoid or postpone discussing the problem: closing your eyes to it will not make
it go away. Delay dialogue only if the level of acrimony is such that a damaging confrontation
may ensue.
When conflict has become acrimonious, it may be necessary for an intermediary to arrange a
meeting of the parties in order to discuss the problem.
The discussion between the parties in conflict should involve:
 Talking calmly but openly about issues and feelings
 Listening carefully to each other in order to understand each other’s views
 Trying to avoid becoming aggressive or defensive
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 Placing the conflict in the larger context of the interest of the school and identifying
common goals
 Focusing on future actions rather than on past events
 Establishing trust in each other’s good faith
 Planning clear actions for the resolution of the conflict, agreeing who will do what by when
2. If you are in conflict with someone, do not escalate the problem by talking about the person
rather than to the person
3. Do not enlist supporters to take your side against the other person
4. Defuse interdepartmental rivalry by establishing cross-curricular teams and encouraging joint
projects
5. Try to prevent conflict situations being viewed in terms of win or lose
6. Try to see all sides of a dispute
7. Remember that negative behaviour arises when people believe that they are under threat
8. Ensure that all effort and achievement is fairly recognised and affirmed.
Conflict Management Skills
Managing conflict requires the following skills:
1. The ability to confront differences in a calm and reasonable manner
2. The ability to present ideas and feelings clearly, concisely, calmly and honestly
3. The ability to listen attentively and to show understanding of what has been said
4. The habit of asking questions rather than making statements
5. The ability to evaluate all aspects of a problem, rising above the limitations of an individual
perspective to understand the positions of other parties
6. The ability to articulate common goals that help those in conflict to rise above their differences
and to focus on future achievements rather than past differences
Conflict Modes
There are five modes of conflict-handling behaviour:

Competing (forcing):

Collaborating (problem-solving): Let us work together on this

Compromising (sharing):
Let us give and take

Avoiding (withdrawal):
I cannot take responsibility for this decision

Accommodating (smoothing):
I concede that point
I’m not prepared to change my position
All five modes are useful in some situations. Each represents a set of useful social skills.
Competing involves behaviour that is assertive and uncooperative. It is appropriate:
1. When quick decisive action is needed, for example in an emergency
2. When unpopular decisions have to be made about important issues, for example when costs
have to be cut
3. When you know you are right in relation to a vital issue
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Collaborating involves behaviour that is assertive and co-operative. It is appropriate:
1. When different sets of concerns are too important to be compromised, so that an integrative
solution is required
2. When the objective is to learn by understanding the views of others
3. When it is necessary to incorporate a range of concerns into a consensual decision in order to
gain commitment
Compromising involves behaviour that is intermediate in assertiveness and co-operativeness. It
is appropriate:
1. When goals are moderately important but not worth the effort or potential disruption of more
assertive modes
2. When two opponents of equal power are equally committed to mutually exclusive goals
3. When a temporary settlement or an expedient solution is desirable, perhaps because of timepressure
4. When the assertive modes of competition and collaboration have failed
Avoiding involves behaviour that is unassertive and uncooperative. It is appropriate:
1. When an issue is trivial or when other more important issues have to be dealt with
2. When the potential damage of confronting a conflict outweighs the benefit of resolving it
3. When it is necessary to let people cool down to regain perspective and composure
4. When further research outweighs the benefits of an immediate decision
5. When you perceive no chance of success in changing the situation, or when others can
resolve the situation more effectively than you
Accommodating involves behaviour that is unassertive and co-operative. It is appropriate:
1. When you realise that you are wrong, or that you are outmatched and losing the argument
2. When the issue is more important to another person than to you, and you wish to preserve
harmony, avoid discord and maintain a co-operative relationship
3. When you wish to build up social credits for later issues that are important to you
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Staff Development
Staff development is a pre-requisite for the promotion of school effectiveness and school
improvement. Accordingly, it is essential that the school plan makes provision for Continuing
Professional Development.
Staff development includes personal development, team development and school development. It
serves a number of major functions:

It enhances the personal and professional lives of teachers

It provides for the updating of old skills and the development of new skills

It sets the groundwork for implementing school aims

It facilitates the introduction of change

It is a means of promoting shared values
Responsibility for staff development is shared. The school as a whole has a responsibility to
develop policies and provide resources for staff development. But the individual teacher also has a
stake in his or her development and should take some responsibility for it. If the individual does not
own the development process, it will not happen. The school cannot force development to occur; it
can only facilitate and encourage.
Identifying Staff Development Needs
Staff development needs can be identified through:

The review of the school’s provision and performance in relation to meeting
pupils’ needs

The review of trends, which may indicate the emerging need for new skills

The design of plans, which may indicate areas where training for staff is required
before proposals can be implemented

The evaluation stage of the planning process, which may reveal areas where
additional expertise would be beneficial

Teachers’ reflection on their own work, which may lead them to identify strengths
on which they would like to build or weaknesses that they would like to redress
Implementing Staff Development
Steps that might be taken to cater for staff development include:

The provision and development of a staff library

The development of an inservice education programme

Research into courses of study that could be undertaken by staff

The organisation of school-based curriculum days

Inviting guest lecturers to speak to the staff

Inviting individual teachers to report to staff on projects or approaches that they
have developed, or on key aspects of courses or conferences that they have
attended

The provision of financial aid for staff development

Facilitating staff attendance at relevant in-career development or post-graduate
degree courses
Detailed guidelines on Staff Development are provided in Unit 8.
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IV. Notes
1.
Section I, Staff Structures: General Framework, draws on the ideas of David Tuohy
Section I, Staff Structures: Specific Structures, draws on the work of Sr. Una Collins
2.
Section II, Structures for Involving Other Stakeholders, was influenced by the ideas of
Sr. Una Collins
3.
Section III, Skills, owes much to the following sources:
Collaboration: Patrick Diggins, Eileen Doyle and Don Herron on “A Culture for
Collaborative Planning”
Communication: In-Career Development Unit, Department of Education and Science,
School Development Planning: A Resource-Pack for Facilitators
Teams and Teamwork: Deirdre Mathews, “Evaluation in the School Development
Process: The Contribution of Internal Teams in Primary Schools”, M. Ed. Thesis,
University College, Dublin, 1997; In-Career Development Unit, Department of Education
and Science, School Development Planning: A Resource-Pack for Facilitators: K. B.
Everard and Geoffrey Morris, Effective School Management, London: Paul Chapman
Publishing, 1990, 1996
Meetings: Materials prepared by the Leaving Certificate Applied and Leaving Certificate
Vocational Programme Support Teams; K.B. Everard and Geoffrey Morris, Effective
School Management
Conflict:: Thomas-Kilmann Conflict Mode Instrument; K. B. Everard and Geoffrey Morris,
Effective School Management
Staff Development: Department of Education and Science, Developing a School Plan:
Guidelines for Primary Schools, Dublin: Government of Ireland, 1999
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